Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what criteria local authorities are expected to apply when assessing eligibility for overnight respite care for disabled children, and whether her Department holds data on regional variation in approval rates.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Local authorities are responsible for assessing the needs of disabled children in their area and deciding what services should be provided to meet those needs. There is no nationally prescribed set of eligibility criteria for overnight respite care. Decisions are made by local authorities based on an assessment of the individual child and family's needs and their statutory duties under the Children Act 1989.
The department’s guidance 'Short breaks for carers of disabled children' makes clear that local authorities should provide a range of short break services to meet local needs and publish information about the services available. Decisions about access to specific services, including overnight respite care, are for local authorities to make based on individual assessments. The department does not hold data on access to overnight respite care for disabled children and does not collect information on regional variation in access to such care.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the average waiting time for children with disabilities to receive an occupational therapy home safety assessment from local authority Children's Social Care teams.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department has not made an estimate of the average waiting time for children with disabilities to receive an occupational therapy home safety assessment from local authority children's social care teams.
Responsibility for assessing and meeting the needs of disabled children rests with local authorities, which determine local arrangements for the provision of occupational therapy assessments and support. The department does not collect data on waiting times for occupational therapy home safety assessments delivered by local authority children's social care teams, NHS England publishes waiting-list and waiting-time data for community health services, including children's occupational therapy services. This data does not identify waiting times for local authority children's social care occupational therapy assessments specifically.
Statutory guidance is clear that children's social care assessments should be undertaken in a timely manner, with the pace of assessment determined by the child's individual needs and circumstances.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of establishing a standardised methodology for identifying special educational needs and disabilities, ahead of the roll-out of the Inclusive Mainstream Fund and other targeted SEND funding announced in the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure schools apply a consistent, nationally defined methodology for identifying and determining whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan, in the context of the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the National Inclusion Standards being developed as part of the Schools White Paper will include a standardised, nationally defined methodology for schools to identify and determine whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to schools on adapting physical and structured learning environments for pupils whose prefrontal cortex development has been impacted by trauma; and what steps she is taking to ensure that sensory and cognitive triggers do not lead to disciplinary action.
Answered by Georgia Gould - Minister of State (Education)
This government is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND).
To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30, to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.
This funding is expected to fund a transformative expansion of inclusion bases, as well as adaptations to improve the accessibility and inclusivity of mainstream settings. It can also be used to create special school places for pupils with the most complex needs.
We have published dedicated Inclusive Education Estates Guidance to support local authorities and settings to identify high-impact adaptations in mainstream settings and enhance the inclusivity and accessibility of the physical environment.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, how Ofsted’s new inspection framework will evaluate schools’ provision for vulnerable pupils, including those with Adverse Childhood Experiences; and whether inspectors will be required to consider the impact of behaviour and reward systems on pupil wellbeing and inclusion.
Answered by Georgia Gould - Minister of State (Education)
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Basingstoke directly and a copy of his reply will be placed in the Libraries of both Houses.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of school behaviour and reward systems on the needs of vulnerable pupils, including those affected by Adverse Childhood Experiences and neurodivergent conditions; and whether guidance will be issued to support more trauma informed approaches.
Answered by Paul Waugh - Parliamentary Under-Secretary (Department for Education)
The department recognises that behaviour and reward systems should meet the needs of all pupils, including vulnerable pupils, those affected by adverse childhood experiences, and pupils with special educational needs and disabilities or neurodivergent conditions. The department’s ‘Behaviour in schools’ guidance supports schools to develop lawful, proportionate and reasonable behaviour policies that promote good behaviour while reflecting pupils’ individual needs and circumstances. The guidance is available at: https://www.gov.uk/government/publications/behaviour-in-schools--2.
Schools must also comply with the Equality Act 2010 and the Education and Inspections Act 2006, including by making reasonable adjustments for disabled pupils and avoiding unlawful discrimination. Rewards and sanctions should be applied fairly and consistently, with appropriate adjustments for pupils with additional needs.
In the schools White Paper, ‘Every child achieving and thriving’, the department outlines plans to update the ‘Behaviour in schools’ guidance and publish refreshed, evidence-led behaviour resources, practical tools and case studies. This work provides an opportunity to consider how guidance can further support inclusive approaches to behaviour management.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of a (a) cross-industry and (b) cross-departmental taskforce to review long-term strategy for the wraparound childcare sector.
Answered by Olivia Bailey
The department’s vision is for a modern childcare system for parents of school age children that is high quality, affordable, accessible and inclusive for all families from the day children start primary school, no matter where they live in the country or what days or hours they work. Officials are working closely with local authorities, schools and providers to develop this.
This will build on existing programmes such as the National Wraparound Childcare programme, the Holiday Activities and Food programme and Free Universal Breakfast clubs to ensure families are supported.
The government is also delivering on its pledge to provide a free breakfast club in every state-funded school with primary-aged children, starting with 750 early adopters. Additionally, the department recently confirmed investment of over £600 million to make Best Start Holiday Activities and Food Clubs available for the next three years.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps with Cabinet colleagues to develop a cross-government strategy for the future of school-aged childcare funding after 2026.
Answered by Olivia Bailey
The department’s vision is for a modern childcare system for parents of school age children that is high quality, affordable, accessible and inclusive for all families from the day children start primary school, no matter where they live in the country or what days or hours they work. Officials are working closely with local authorities, schools and providers to develop this.
This will build on existing programmes such as the National Wraparound Childcare programme, the Holiday Activities and Food programme and Free Universal Breakfast clubs to ensure families are supported.
The government is also delivering on its pledge to provide a free breakfast club in every state-funded school with primary-aged children, starting with 750 early adopters. Additionally, the department recently confirmed investment of over £600 million to make Best Start Holiday Activities and Food Clubs available for the next three years.